Incidental and Multimodal High Variability Phonetic Training
Potential, Limits, and Future Directions
Dados Bibliográficos
| ID | 7900600 |
|---|---|
| Autores | Kiyoshi Saito (0000-0002-4718-2943, University College London, autor correspondente), Keiko Hanzawa (0000-0003-0318-0476, Tokyo University of Science), Katya Petrova (0000-0001-7537-7812, University College London), Magdalena Kachlicka (0000-0002-6345-4152, University College London), Yui Suzukida (0000-0002-1352-2022, University College London), Adam Tierney (0000-0002-7624-6918, Birkbeck, University of London) |
| Ano | 2022 |
| Volume | 72 |
| Fascículo | 4 |
| Páginas | 1049-1091 |
| Data de publicação | 2022-12-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Language Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12503 |
| OpenAlex | W4281721158 |
| Idioma | EN |
| Citações recebidas | 26 |
| Referências citadas | 71 |
Scholars have extensively investigated the effectiveness of high variability phonetic training (HVPT), that is, identification and discrimination of second language speech sounds produced by multiple speakers followed by trial‐by‐trial feedback. Building on the notion of incidental and multimodal learning in cognitive psychology (e.g., Lim & Holt, 2011), we developed a new, HVPT‐based videogame paradigm in which participants aimed to shoot clay targets as fast as possible while being guided to learn sound cues as a by‐product of planned learning. Focusing on the speech acquisition of 58 Japanese English‐as‐a‐foreign‐language learners, the current study set out to test the pedagogical potential and limits of the incidental HVPT approach. According to the results of statistical analyses, the effectiveness of incidental HVPT can be more clearly observed if it focuses on more learnable targets (e.g., acquisition of English [æ]–[ʌ] rather than [r]–[l] contrasts) with gains being more generalizable from trained to new speakers’ voices and from perception to production dimensions
Cognitive psychology · Foreign language · Identification (biology) · Language acquisition · Linguistics · Mathematics education · Perception · Second-language acquisition · Set (abstract data type) · Speech perception · Speech production · Test (biology) · Computer Science · Language Development and Disorders · Phonetics and Phonology Research · Psychology · Speech and dialogue systems
How does having a good ear promote successful second language speech acquisition in adulthood? Introducing Auditory Precision Hypothesis-L2
Current Trends in Pronunciation Instruction
Bilingualism and Speech Perception
Lag Effects in L2 Phonetic Training
Analysing the acoustic evidence of consonant productions among students at the university level
Exploring the effects of modality and variability on EFL learners’ pronunciation of English diphthongs
From Research in the Lab to Pedagogical Practices in the EFL Classroom
High variability phonetic training (HVPT)
A comparison of lab- and web-based elicited imitation
Optimizing L2 phonetic learning
Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrasts
Chunk reading strategy training improves multiword processing by Japanese English learners
Web-based pronunciation training and learning consonant clusters among EFL learners
Park or bark? VOT production of English bilabial stops in Omani Arabic speakers of English
Improving nonnative speech perception and production through an AI-powered application
Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction
The impact of audio-synchronised keyword captions on young CLIL learners’ foreign language pronunciation
Less precise auditory processing limits instructed L2 speech learning
Task-based pronunciation teaching
The effects of incidental learning and input frequency on the perception of non-native speech
Second Language Learners’ Perceptions of Conversations in English Materials
Phonological acquisition in instructed SLA
Explicit and implicit (automatized) knowledge of second language pronunciation
Roles of Domain-General Auditory Processing in Second Language Speech Learning Revisited
Incidental and Multimodal High Variability Phonetic Training
Incidental Nonspeech Auditory Learning Scaffolds Phonetic, Category, and Word Learning in a Foreign Language Classroom
Training Japanese listeners to identify English /r/ and /l/. II
Oral Feedback in Classroom Sla
Training Japanese listeners to identify English /r/and /l/
Hearing lips and seeing voices
Implicit learning and tacit knowledge.
Training Japanese listeners to identify English /r/ and /l/
Foreign language enjoyment and anxiety
Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research
Acoustic and perceptual evaluation of Mandarin tone productions before and after perceptual training
A perceptual interference account of acquisition difficulties for non-native phonemes
Gorilla in our midst
Nonnative and second-language speech perception
Training Japanese listeners to identify English / r / and / l /
Statistical power analyses using G*Power 3.1
Fitting Linear Mixed-Effects Models Using lme4
Foreign Accent
Visual Cues and Rater Perceptions of Second Language Comprehensibility, Accentedness, and Fluency
Massed Task Repetition Is a Double-Edged Sword for Fluency Development
The Effects of Talker Variability and Frequency of Exposure on the Acquisition of Spoken Word Knowledge
Individual differences in second language speech learning in classroom settings
How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels
The pronunciation of English by speakers from China
Japanese Adults can Learn to Produce English /I/ and /l/ Accurately
Incidental and Multimodal High Variability Phonetic Training
High variability identification and discrimination training for Japanese speakers learning English /r/–/l
The duration of American-English vowels
Predicting native English-like performance by native Japanese speakers
Cognitive Language Aptitude
Improving L2 Listeners' Perception of English Vowels
Revisiting Perception-Production Relationships
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
Measuring Implicit and Explicit Knowledge in Second Language Research
The Effectiveness of Corrective Feedback in SLA
The Effects of Repetition on Incidental Vocabulary Learning
Effects of Second Language Pronunciation Teaching Revisited
The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish
| Obras citantes distintas | 26 |
|---|---|
| Citações por ano | 6,5 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 25 |